家庭社会经济地位与青少年未来规划的关系:外向性的调节作用及其性别差异被引量：15

The Relationships between Family Socioeconomic Status and Adolescents' Future Planning: The Moderating Effect of Extroversion and the Gender Differences

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摘要以山东省济南市、莱州市的935名初二和高一学生为被试,进行为期一年半的追踪研究,考察了家庭社会经济地位与青少年的教育规划和职业规划之间的关系,检验了外向性在其中的调节作用及其性别差异。结果表明:(1)家庭社会经济地位能够显著正向地预测青少年T1和T2时的教育规划以及T1时的职业规划;(2)外向性水平越高,青少年教育规划和职业规划水平越高,但是这种预测作用不存在长期性;(3)外向性能够调节家庭社会经济地位与青少年教育规划之间关系,且这种调节作用存在显著的性别差异;但在家庭社会经济地位与青少年职业规划之间不存调节作用。这表明,外向性不仅能够直接保护青少年的未来规划,而且能够抵抗低家庭社会经济地位对个体未来规划的不良影响,但是这种压力抵抗效应在不同性别、不同未来规划的领域之中存在差异。 Based on a longitudinal design,935 adolescents of Grades 8 and 10 from Shandong province were recruited to explore the relationship between family socioeconomic status and adolescents＇ future planning,and also test the moderating effects by extroversion on the link between family socioeconomic status and future planning for boys and girls. Results indicated that family socioeconomic status positively predicted adolescents ＇educational planning at Time 1 and Time 2 and occupational planning at Time 1. Extroversion positively predicted adolescents＇ educational planning and occupational planning at Time 1. In addition,extroversion moderated the link between family socioeconomic status and adolescents＇ educational planning,and there were significant gender differences in the moderating effect, while no moderating effect was observed between family socioeconomic status and adolescents＇ occupational planning. The results demonstrated that extroversion can not only protect adolescents＇ future planning directly but also buffer the negative influence of low family socioeconomic status,but the buffering effect is different for boys and girls and also different in domains of future planning.

作者陈曦陈光辉赵景欣

机构地区山东师范大学心理学院

出处《心理发展与教育》 CSSCI 北大核心 2015年第4期420-427,共8页 Psychological Development and Education

基金山东省自然科学基金青年项目(ZR2013CQ010) 山东省"十二五"特色重点学科(发展与教育心理学)经费资助山东省应用基础型特色名校应用心理学专业建设项目

关键词青少年家庭社会经济地位外向性未来规划 adolescents family socioeconomic status extroversion future planning

分类号 B844 [哲学宗教—发展与教育心理学]

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